Classroom Context
This mainstream class is made up of 13 year three and 11 year four students. There is one teacher in the class. There are 12 boys and 12 girls. These students have regular access to four computers in the classroom and have one lesson every week in the school’s computer lab. There is a data projector and two interactive whiteboards accessible in the school. There is a trolley containing ten laptops that is also available to the students. All students have access to computers at home. The students’ ICT skills are developing; they are familiar with using aspects of Microsoft Office, such as Word, Publisher and PowerPoint. They have recently been learning how to use a class blog. The students use the internet for research and are becoming critical users, ensuring their information is reliable. Some students are confident enough in their abilities that they readily offer assistance to other students. The students sometimes work in pairs when using the computers. The teacher has a roster for the classroom computer use, allocating time to each student. The majority of students in this class are working towards VELS level 3. This lesson sequence takes place in the fourth term.
The question for inquiry
Who were the people of the Australian Gold Rush?
Lesson Sequence Lesson 1
Whole class introduction to the topic
Brainstorming to discover previous knowledge
Students break into assigned pairs to work on rotational activities listed:
ØGold Rush: Level 1 on classroom computers
Ø Look through printed materials relating to people of the gold fields
Lesson 2 ·Brainstorm about people in the Gold Rush:
ØWhere they came from?
Ø How would they have travelled to Australia? ·Display map of the world on interactive whiteboard.
Allocate students a person to research.
Interactive whiteboard available for the students to pinpoint the origin of their person.
Map to printed out and used in integrated studies book later.
Record information on a word document and save it in one student’s folder and on a memory stick.
Lesson 3
Lesson to be in the computer lab
Students to use their Word document from lesson 2 to write a script for their PowerPoint presentation of the people they have researched.
Students to locate images to add to their PowerPoint presentation.
Students to narrate their PowerPoint presentations.
If time allows, some students may begin their presentation, a minimum of six slides, maximum of eight.
Lesson 4
Students to complete their narrated PowerPoint presentation on classroom computers and laptops.
Students to email their presentation to a fellow student using Superclubsplus.
The presentations are to be uploaded by the students onto the class blog. Presentations will be shared with other year three and four classes.
Whole class share time/reflection.
During all four lessons students will take turns at filming with a digital video camera, and take photos with a digital camera to document the process of this learning sequence. Over the four lessons each student will have approximately 5 minutes using each device. A number of the students are familiar with cameras as they have used them at home. In future lessons the filming will be edited, perhaps using the interactive whiteboard and the photos will be sorted then some will be placed onto the blog.
ICT-related resources that will be used in this lesson sequence
Computers, laptops, mp3 players and memory sticks.
How these resources will be used to enhance student learning
Computers, laptops, memory sticks and mp3 players- will be used to enable research and to create presentations. Students’ ICT skills will further develop while using these resources. Mp3 players will provide the opportunity for students to listen to information in a way that engages them and encourages active learning. They also provide the ability to hear the information more than once if needed. The podcasts may provide information for the students’ own presentations. Memory sticks provide a way in which students can save their work and transport it safely. Memory sticks allow the students to take their work home to share with their family. Gold Rush: Level 1 and Sovereign Hill resources- will stimulate imagination and further their understanding of the Gold Rush; these resources are an important lead in to the activities. Internet, search engines and pre-approved websites- these search engines will allow the students to search for information and images about their allocated person. The use of these technologies will provide the students with skills for researching and expressing their ideas. Students must become critical thinkers in this area, so that they can decipher if the information they gather is correct. The teacher will have a list of relevant websites prepared, but it is important that students understand how to find and verify information from the internet. Microsoft Office tools- will enhance the students’ learning by allowing them to create presentations with programs they are familiar with. Blogs- will provide an opportunity for students to record their understandings and discoveries and share their learning and creativity with peers, teachers, family and other interested parties. Blogs also provide a reflective tool for students to constructively comment on the work of their peers. This can also be used as an assessment tool for the teacher. Why these are the most appropriate resources to use for this class to explore this question. Gold Rush: level 1. This resource is set in the gold fields of Ballarat. It introduces a gold mining town and allows students to buy a mining license, supplies and experience virtual gold mining as the people of the Gold Rush would have. This resource is age appropriate and easy to navigate. It is appropriate for individuals, small groups and whole class use. The resource features authentic photographs, sound effects, currency, etc. of the Gold Rush era, which allows and assists students in constructing knowledge by participating in an experience although it is by virtual means (Roblyer & Doering, 2007). Using the Gold Rush resource will begin discussions and thinking about whom the people in the gold rush were. As the gold rush is part of Australia’s history it has implications in the real world and on future ideas of teaching and learning (Roblyer & Doering, 2007). Word, Power point and blogs are applications that the students are familiar with and are using to be creative in their presentations. These resources also encourage editing and proof reading skills (Le & Le, 2007). This links to the lesson sequence where students use Microsoft Word for producing their presentations. The criteria for producing presentations using these resources are the same and can be easily modified for individual students if necessary (Roblyer & Doering, 2007). Instructions can be given which reflect the skills being used and provide assessment opportunities (Roblyer & Doering, 2007). Word and PowerPoint allows students to change details within their presentations without the need to begin again. Although the teacher may supply some information and set schedules, students have a high level of creativity producing work with these resources. Roblyer and Doering (2007), support using ICT resources for encouraging cooperation skills, in small groups and/or pairs the students are given the chance to encourage and motivate each other while compiling their presentation. The integrating of these ICT tools supports teaching and learning so that students can make contributions regardless of their ICT knowledge and abilities (Roblyer & Doering, 2007).
The implications of this learning sequence for teaching practice
When introducing the enquiry question of ‘Who were the people of the Gold Rush?’ we are asking the students to develop awareness of history and specifically the cultural mix of the people involved in the Gold Rush. We want the students to be engaged in what they are learning and make it meaningful to the world they live in. Most schools have a diverse cultural mix and by using this question we are asking students to reflect on what each culture brought to the gold fields. This could also be related back to what each individual’s culture brings to this year three/four classroom. This lesson sequence requires us to have a sound knowledge of the Gold Rush, and the ability to locate ICT resources. As there are limited specific resources available on historical figures, we will need to spend time sourcing relevant materials that are both suitable and appropriate for the students’ needs. By using ICT tools we are teaching the students, as Le & Le (2007) suggest, to become active learners by promoting editing skills, collaborative working groups and encouraging students to be risk takers by improving their technology skills. Researching the World Wide Web can be very time consuming, needs patience and good literacy skills. By providing the students with some sites to investigate we are facilitating their learning with the expectations that these skills can be used throughout their lives. The teachers’ knowledge of the students’ ICT abilities is important when it comes to placing students into pairs. This is an opportunity for students to build social relationships and have an awareness of the need to consider the opinions and feelings of others (VCAA, 2009). This sequence provides students the means to create, work collaboratively with peers, plan, and express their ideas through publishing their findings in a meaningful way while developing their ICT skills. An understanding of what is required by the VELS with regard to ICT is essential when planning lessons. Planning for this learning sequence could be shared between the teaching team in the year three and four area. We would need to research the guiding question and find appropriate resources to enhance student learning. The learning sequence provides various assessment opportunities including: Øobservation of ICT skills Øgeneral speaking and listening skills during brainstorming activities and reflection time Øformal assessment can be undertaken by referring to the blog The teacher should have a sound understanding for these resources before the students begin to use them. The teacher will then be well equipped to answer any questions should they arise. It is important the teacher continues to play a supportive role in scaffolding the students’ learning and to be actively involved when they are using the resources to help with problem solving (Brady & Kennedy, 2007 p.109). References: Brady, L., & Kennedy, K. (2007). Curriculum Construction. Frenchs Forest, NSW: Pearson Education Australia. Le, T., & Le, Q. (2007). Using computers to promote literacy development. In J. Sigafoos, & V. A. Green, Technology and teaching. New York: Nova Science Publishers. Roblyer, M. D., & Doering, A. H. (2007). Integrating educational technology into teaching. Pearson.
Classroom Context
This mainstream class is made up of 13 year three and 11 year four students. There is one teacher in the class. There are 12 boys and 12 girls. These students have regular access to four computers in the classroom and have one lesson every week in the school’s computer lab. There is a data projector and two interactive whiteboards accessible in the school. There is a trolley containing ten laptops that is also available to the students. All students have access to computers at home. The students’ ICT skills are developing; they are familiar with using aspects of Microsoft Office, such as Word, Publisher and PowerPoint. They have recently been learning how to use a class blog. The students use the internet for research and are becoming critical users, ensuring their information is reliable. Some students are confident enough in their abilities that they readily offer assistance to other students. The students sometimes work in pairs when using the computers. The teacher has a roster for the classroom computer use, allocating time to each student. The majority of students in this class are working towards VELS level 3. This lesson sequence takes place in the fourth term.
The question for inquiry
Who were the people of the Australian Gold Rush?
Lesson Sequence
Lesson 1
- Whole class introduction to the topic
- Brainstorming to discover previous knowledge
- Students break into assigned pairs to work on rotational activities listed:
Ø Gold Rush: Level 1 on classroom computersØ Look through printed materials relating to people of the gold fields
Ø Listen to podcasts from Sovereign Hill website
Lesson 2
· Brainstorm about people in the Gold Rush:
Ø Where they came from?
Ø How would they have travelled to Australia?
· Display map of the world on interactive whiteboard.
Lesson 3
Lesson 4
During all four lessons students will take turns at filming with a digital video camera, and take photos with a digital camera to document the process of this learning sequence. Over the four lessons each student will have approximately 5 minutes using each device. A number of the students are familiar with cameras as they have used them at home. In future lessons the filming will be edited, perhaps using the interactive whiteboard and the photos will be sorted then some will be placed onto the blog.
http://users.tpg.com.au/dtdan//ophir.htm Edward Hargraves
http://www.sl.nsw.gov.au/discover_collections/history_nation/gold/rumours/lister.html John Lister and the Tom brothers (James and William)
http://www.freebase.com/view/en/james_esmond James Esmond
http://www.filmcentralvictoria.com.au/region/index.php?town=bendigo Margaret Kennedy
A nation's heritage website http://www.egold.net.au/biogs/EG00054b.htm
& http://www.egold.net.au/biogs/EG00010b.htm
http://www.egold.net.au/home.html
- Microsoft Office-including Word, Publisher and PowerPoint.
- The class will use globalstudent.org for its blog.
- Digital video and stills camera
How these resources will be used to enhance student learningComputers, laptops, memory sticks and mp3 players- will be used to enable research and to create presentations. Students’ ICT skills will further develop while using these resources. Mp3 players will provide the opportunity for students to listen to information in a way that engages them and encourages active learning. They also provide the ability to hear the information more than once if needed. The podcasts may provide information for the students’ own presentations. Memory sticks provide a way in which students can save their work and transport it safely. Memory sticks allow the students to take their work home to share with their family.
Gold Rush: Level 1 and Sovereign Hill resources- will stimulate imagination and further their understanding of the Gold Rush; these resources are an important lead in to the activities.
Internet, search engines and pre-approved websites- these search engines will allow the students to search for information and images about their allocated person. The use of these technologies will provide the students with skills for researching and expressing their ideas. Students must become critical thinkers in this area, so that they can decipher if the information they gather is correct. The teacher will have a list of relevant websites prepared, but it is important that students understand how to find and verify information from the internet.
Microsoft Office tools- will enhance the students’ learning by allowing them to create presentations with programs they are familiar with.
Blogs- will provide an opportunity for students to record their understandings and discoveries and share their learning and creativity with peers, teachers, family and other interested parties. Blogs also provide a reflective tool for students to constructively comment on the work of their peers. This can also be used as an assessment tool for the teacher.
Why these are the most appropriate resources to use for this class to explore this question.
Gold Rush: level 1. This resource is set in the gold fields of Ballarat. It introduces a gold mining town and allows students to buy a mining license, supplies and experience virtual gold mining as the people of the Gold Rush would have. This resource is age appropriate and easy to navigate. It is appropriate for individuals, small groups and whole class use. The resource features authentic photographs, sound effects, currency, etc. of the Gold Rush era, which allows and assists students in constructing knowledge by participating in an experience although it is by virtual means (Roblyer & Doering, 2007). Using the Gold Rush resource will begin discussions and thinking about whom the people in the gold rush were. As the gold rush is part of Australia’s history it has implications in the real world and on future ideas of teaching and learning (Roblyer & Doering, 2007).
Word, Power point and blogs are applications that the students are familiar with and are using to be creative in their presentations. These resources also encourage editing and proof reading skills (Le & Le, 2007). This links to the lesson sequence where students use Microsoft Word for producing their presentations. The criteria for producing presentations using these resources are the same and can be easily modified for individual students if necessary (Roblyer & Doering, 2007). Instructions can be given which reflect the skills being used and provide assessment opportunities (Roblyer & Doering, 2007). Word and PowerPoint allows students to change details within their presentations without the need to begin again. Although the teacher may supply some information and set schedules, students have a high level of creativity producing work with these resources. Roblyer and Doering (2007), support using ICT resources for encouraging cooperation skills, in small groups and/or pairs the students are given the chance to encourage and motivate each other while compiling their presentation. The integrating of these ICT tools supports teaching and learning so that students can make contributions regardless of their ICT knowledge and abilities (Roblyer & Doering, 2007).
The implications of this learning sequence for teaching practice
When introducing the enquiry question of ‘Who were the people of the Gold Rush?’ we are asking the students to develop awareness of history and specifically the cultural mix of the people involved in the Gold Rush. We want the students to be engaged in what they are learning and make it meaningful to the world they live in. Most schools have a diverse cultural mix and by using this question we are asking students to reflect on what each culture brought to the gold fields. This could also be related back to what each individual’s culture brings to this year three/four classroom.
This lesson sequence requires us to have a sound knowledge of the Gold Rush, and the ability to locate ICT resources. As there are limited specific resources available on historical figures, we will need to spend time sourcing relevant materials that are both suitable and appropriate for the students’ needs. By using ICT tools we are teaching the students, as Le & Le (2007) suggest, to become active learners by promoting editing skills, collaborative working groups and encouraging students to be risk takers by improving their technology skills.
Researching the World Wide Web can be very time consuming, needs patience and good literacy skills. By providing the students with some sites to investigate we are facilitating their learning with the expectations that these skills can be used throughout their lives. The teachers’ knowledge of the students’ ICT abilities is important when it comes to placing students into pairs. This is an opportunity for students to build social relationships and have an awareness of the need to consider the opinions and feelings of others (VCAA, 2009).
This sequence provides students the means to create, work collaboratively with peers, plan, and express their ideas through publishing their findings in a meaningful way while developing their ICT skills. An understanding of what is required by the VELS with regard to ICT is essential when planning lessons.
Planning for this learning sequence could be shared between the teaching team in the year three and four area. We would need to research the guiding question and find appropriate resources to enhance student learning.
The learning sequence provides various assessment opportunities including:
Ø observation of ICT skills
Ø general speaking and listening skills during brainstorming activities and reflection time
Ø formal assessment can be undertaken by referring to the blog
The teacher should have a sound understanding for these resources before the students begin to use them. The teacher will then be well equipped to answer any questions should they arise. It is important the teacher continues to play a supportive role in scaffolding the students’ learning and to be actively involved when they are using the resources to help with problem solving (Brady & Kennedy, 2007 p.109).
References:
Brady, L., & Kennedy, K. (2007). Curriculum Construction. Frenchs Forest, NSW: Pearson Education Australia.
Le, T., & Le, Q. (2007). Using computers to promote literacy development. In J. Sigafoos, & V. A. Green, Technology and teaching. New York: Nova Science Publishers.
Roblyer, M. D., & Doering, A. H. (2007). Integrating educational technology into teaching. Pearson.